|Program Title:||Working with Parents:|
A Complex and Essential Component of Child Psychotherapy
|Dates:||Thursdays, October 5, 12, 19, 26, 2023|
|Time:||07:00pm – 08:30pm PT|
|Instructors:||Lea Brown, LCSW and Amy Wallerstein Friedman, LCSW|
|Location:||Online via Zoom|
Readers Fee is not included in the program fee. See Policies tab for details.
|CE Credits:||6 CE credits has been awarded for an additional $60 (SFCP Members) or $72.|
|Maximum Class Size:||14 participants|
The aim of this four-session mini-module is to strengthen our understanding of that complex and essential relationship between our work with parents and with their children. Constructs of developmental stages of both parent and child and of parallel processes in psychodynamic work will help us develop our understanding of needs. Focus will include consideration of the critical question: How does who we are and the context in which we practice affect what we can offer?
Our aim is to help children and parents utilize their own relationships more effectively, so that they can live
with one another in greater harmony. —Cooper and Wanerman 1977
We will focus on our purposes in child psychotherapy, define active alliances, and discuss the framework of developmental stages to help us assess both parent and child needs and dilemmas. How do we think about our relationship with parents? Where is the boundary? What is our role? How do we intervene and always hold the relationship with the child in mind?
Read: Fraiberg, Selma, Edna Adelson, Vivian Shapiro, “Ghosts in the Nursery”
We will focus on early parent-child relationships and interventions, consider implications for our relationships with parents, working towards a shared goal of emotional health. Participants will be encouraged to present short vignettes of their work to use has a basis for our discussion.
Read: Cooper, Shirley, The Treatment of Parents
Focus this week is on latency-age engagement and parental needs. We will continue to look at parent-therapist and parent-child relationships through participant and instructor case vignettes.
Read: Riera, Michael, Uncommon Sense in Parents and Teenagers, Chapter 1, Celestial Arts, Berkeley CA, 1995.
We will again move the development lens that helps us think about the parent child relationship at various ages.
Focus will be adolescence and the particular developmental demands on parents of adolescents. We will continue to use case material from the participants for these discussions. We will make time for a recap of overarching concepts and ideas which participants find useful for their work moving forward.
Charges for reading material required for the seminars are not included in tuition. They are based upon copyright laws and change based on the content of the readers. The charges will be billed to you separately. Please submit your registration two weeks in advance in order to receive reading materials before the course starting date.
CE Attendance Policy
Please see individual course listings for the number of CE credits awarded, if applicable. Courses offering CE credit meet the requirements for CE credit for Psychologists, LCSWs, LPCCs, LEPs, and MFTs.
APA requires psychologists and other mental health professionals participating in all programs, including in long-term programs (lecture series) to demonstrate 100% attendance in order to be eligible to obtain CE credit. All participants must sign in at the beginning of each class or program and sign out at the end of the class or program. If participants miss a class in a seminar that is part of a long term program, they may be eligible to do “make-up” work for the missed class. Participants can meet with the class via Zoom or another “face to face” platform, if they are unable to attend in person. Alternatively, they can arrange to meet with the instructor, in person, to make-up the instructional time or can engage with the instructor via the “face to face” technologies, i.e. Face-time, Duo, Zoom, or others. This work must be completed within two weeks of the end of a seminar. Credit for the seminar will be awarded once the instructor notifies the SFCP office the time has been made up and the participant completes a course evaluation. No variable credit will be awarded for partial attendance.